Treasures - Gr 3 Unit 1-3 Mcgraw-Hill [Mcgraw-Hill]
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A Reading/Language Arts Program
Contributors
Time Magazine, Accelerated Reader
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by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121.
Published
Copyright © 2009 by Macmillan/McGraw-Hill. All rights rese rved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America
ISBN-13: 978-0-02-198811-2/3, Bk. 1
1 2 3 4 5 6 7 8 9 (079/043) 11 10 09 08 07
ISBN-10: 0-02-198811-0/3, Bk. 1
A Reading/Language Arts Program
Program
Authors
Donald R. Bear
Janice A. Dole
Jana Echevarria
Jan E. Hasbrouck
Scott G. Paris
Timothy Shanahan
Josefina V. Tinajero
Our World
Unit 1 THEME: New Beginnings Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Tina’s Try-Out Day Vocabulary/Comprehension: Character, Setting, Plot . . . 12 First Day Jitters Humorous Fiction . . . . . . . . . . . . . .14 By Julie Danneberg, illustrated by Judy Love Making New Friends Health . . . . . . . . . . . . . . . . . . . . . 34 By Jan Smith Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 THEME: Keeping in Touch Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Mail for Matty Vocabulary/Comprehension: Character, Setting, Plot. . . 40 Dear Juno Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . 42 By Soyung Pak, illustrated by Susan Kathleen Hartung How We Keep in Touch Social Studies . . . . . . . . . . . . 68 By Eric Michaels Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 THEME: Building Communities Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Home Sweet Harlem Vocabulary/Comprehension: Main Idea and Details 76 Whose Habitat Is It? Nonfiction Article . . . . . . . . . 78 All Are Equal: It’s the Law! Social Studies . . 82 Writing: Extended Response to Literature. . . . . . . . . 84
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THEME: Antarctic Life Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Life in Antarctica Vocabulary/Comprehension: Main Idea and Details . . . .88 Penguin Chick Narrative Nonfiction . . . . . . . . . . . . . 90 By Betty Tatham, illustrated by Helen K. Davie Antarctic Anthem Poetry . . . . . . . . . . . . . . . . . . . . . . . 112 By Judy Sierra Writing: Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 THEME: People and Their Pets Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116 Choosing a Pet Vocabulary/Comprehension: Problem and Solution. . . . 118 The Perfect Pet Humorous Fiction . . . . . . . . . . . . . .120 By Margie Palatini, illustrated by Bruce Whatley Pets: True or False? Science . . . . . . . . . . . . . . . . . . . . .142 By Gillian Reed Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . .146 Test Strategy: Think and Search Evan’s Welcome Drama . . . . . . . . . . . . . . . . . . . . . . . . .148 5
Unit 2 THEME: Putting on a Performance Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152 The Wind and the Sun: An Aesop’s Fable Vocabulary/Comprehension: Summarize . . . . . . . . . . . .154 The Strongest One Play . . . . . . . . . . . . . . . . . . . . .156 By Joseph Bruchac, illustrated by Lucia Angela Perez Behind the Scenes at a Play Performing Arts . . . . .172 By Candice Bertoline Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .176 THEME: Wolves Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178 The Boy Who Cried Wolf Vocabulary/Comprehension: Fantasy and Reality. . . . . 180 Wolf! Fantasy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182 By Becky Bloom, illustrated by Pascal Biet The Truth About Wolves Science . . . . . . . . . . . . . .206 By Paul Netcher Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 210 THEME: Past, Present, and Future Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212 Where Did the First Americans Live? Vocabulary/Comprehension: Fact and Opinion. . . . . . . 214 What’s in Store for the Future? Nonfiction Article . . . . . . . . . . . . . . . . . . .216 Will Robots Do All the Work? Social Studies . . . . . . . . . . . . . . . . . . . . . . 220 Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . 222 Investigations 6
THEME: Out in Space Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Constellations: Pictures in the Sky Vocabulary/Comprehension: Summarize . . . . . . . . . . . .226 The Planets in Our Solar System Informational Nonfiction . . . . . . . . . . 228 By Franklyn M. Branley, illustrated by Kevin O’Malley Star Research Science . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 254 THEME: Being a Writer Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Talking to Lulu Delacre, Children’s Author Vocabulary/Comprehension: Author’s Purpose. . . . . . . 258 Author: A True Story Autobiography . . . . . . . . . 260 By Helen Lester Where I Sit Writing Poetry . . . . . . . . . . . . . . . . . . . . . 274 By Allan Ahlberg Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Test Strategy: Author and Me Venus Flytrap: The Plant with Bite! Informational Nonfiction . . . . . . . . . . . . . . . . 278 7
Unit 3 THEME: Food Around the World Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Family Feast Vocabulary/Comprehension: Make Inferences . . . . . . . .284 Stone Soup Folktale . . . . . . . . . . . . . . . . . . . . . . . . . . 286 By Jon J Muth What’s for Lunch? Social Studies . . . . . . . . . . . . . . . . 308 By Leonard Mercury Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . .312 THEME: Solving Riddles Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .314 Count on Detective Drake! Vocabulary/Comprehension: Plot and Setting. . . . . . . . 316 One Riddle, One Answer Fairy Tale . . . . . . . . . .318 By Lauren Thompson, illustrated by Linda S. Wingerter Haiku Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336 Writing: Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338 THEME: Ecosystems in Balance Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .340 For the Birds! Vocabulary/Comprehension: Cause and Effect. . . . . . . 342 Saving the Sand Dunes Nonfiction Article . . . .344 Frog Frenzy! Science . . . . . . . . . . . . . . . . . . . . . 348 Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . 350 Discoveries 8
THEME: Making Journeys Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 My Winter Vacation Vocabulary/Comprehension: Make Inferences . . . . . . . .354 The Jones Family Express Realistic Fiction . . 356 By Javaka Steptoe Tips for Trips Social Studies . . . . . . . . . . . . . . . . . . . . . 380 By Lauren Eckler Writing: Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 THEME: The Art of Illustrating Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Draw! Vocabulary/Comprehension: Sequence. . . . . . . . . . . . . . 386 What Do Illustrators Do? Narrative Nonfiction . . . . . . . . . . . 388 By Eileen Christelow Jobs in Animation Fine Arts . . . . . . . . . . . . . . . . . . . . .412 By Lisa Soo Writing: Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .416 Test Strategy: Right There Design Your Own Journal Directions . . . . . . . . . . . . .418 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .422 9
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Talk About It
Change can be difficult. How do you feel about new people, places, and things?
Find out more about new beginnings at www.macmillanmh.com
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Vocabulary
downstairs chuckled nervous nonsense fumbled trudged
Word Parts
Compound Words are words that are made up of two smaller words. down + stairs = downstairs
The Big Day
Tina woke up to her buzzing alarm clock. She rubbed her eyes and wondered why she was up so early. Then she remembered: it was try-out day!
A few weeks ago, Tina decided she would try out for the Comets, her school’s softball team. Tina ran downstairs to the kitchen. “Mom!” she shouted. “It’s try-out day!”
“I know,” answered Mom. “I made you breakfast.”
Tina rubbed her stomach.
“I think I’m too nervous to eat.”
Tina’s Try-Out Day
by Amy Helfer
“You’ll have more energy if you do,” said Mom.
Tina still felt a bit sick, but she ate some breakfast anyway. Then she ran up to her room and fumbled into her clothes.
“Slow down!” Mom chuckled. “You’ll use up all your energy before you get there.”
On the Field
Tina got to the field early, but it seemed like everyone else did, too.
“What am I doing here?”
Tina asked herself. “I’ll never make the team.”
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Her mom gave her a hug. “That’s nonsense,” she said. “Get out there and do your best. You will be great!”
Play Ball!
The girls had to run, field, bat, catch, and throw balls. Even though Tina stumbled while fielding, she thought she did well.
Afterward, Tina was really tired and trudged off the field. One of the coaches called her name. “What do you think, Tina?” she asked. “Would you like to join the Comets?”
Tina forgot how tired she was and jumped high into the air. “Oh, boy,” she shouted. “Would I ever!”
Reread for Comprehension
Analyze Story Structure
Character, Setting, Plot
Every story has characters, a setting, and a plot. They make up the story’s structure. Characters are people in the story. The setting is when and where the story takes place. The plot tells all the events in the story. It has a beginning, middle, and end.
A Story Map helps you analyze the story structure. Reread the story to find the characters, setting, and what happened at the beginning, middle, and end.
Vocabulary and Comprehension
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Comprehension
Genre
Humorous Fiction is a made-up story written to make the reader laugh.
Analyze Story Structure
Character, Setting, Plot
As you read, use your Story Map.
Read to Find Out
Why does Sarah try to avoid going to school?
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First Day Jitters
by Julie Danneberg
Main Selection 15
illustrated by Judy Love
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“Sarah, dear, time to get out of bed,” Mr. Hartwell said, poking his head through the bedroom doorway. “You don’t want to miss the first day at your new school do you?”
“I’m not going,” said Sarah, and pulled the covers over her head.
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“Of course you’re going, honey,” said Mr. Hartwell, as he walked over to the window and snapped up the shade.
“No, I’m not. I don’t want to start over again. I hate my new school,” Sarah said.
She tunneled down to the end of her bed.
Plot
What events have taken place so far?
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“How can you hate your new school, sweetheart?”
Mr. Hartwell chuckled. “You’ve never been there before! Don’t worry. You liked your other school, you’ll like this one. Besides, just think of all the new friends you’ll meet.”
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“That’s just it. I don’t know anybody, and it will be hard, and … I just hate it, that’s all.”
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“What will everyone think if you aren’t there? We told them you were coming!”
“They will think that I am lucky and they will wish that they were at home in bed like me.”
Mr. Hartwell sighed. “Sarah Jane Hartwell, I’m not playing this silly game one second longer. I’ll see you downstairs in five minutes.”
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Sarah tumbled out of bed.
She stumbled into the bathroom.
She fumbled into her clothes.
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“My head hurts,” she moaned as she trudged into the kitchen.
Mr. Hartwell handed Sarah a piece of toast and her lunchbox.
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They walked to the car. Sarah’s hands were cold and clammy.
They drove down the street.
She couldn’t breathe. And then they were there.
“I feel sick,” said Sarah weakly.
“Nonsense,” said Mr. Hartwell. “You’ll love your new school once you get started. Oh, look. There’s your principal, Mrs. Burton.”
Sarah slumped down in her seat.
Character
How does Mr. Hartwell feel about Sarah’s attitude?
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“Oh, Sarah,” Mrs. Burton gushed, peeking into the car. “There you are. Come on. I’ll show you where to go.”
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She led Sarah into the building and walked quickly through the crowded hallways. “Don’t worry. Everyone is nervous the first day,” she said over her shoulder as Sarah rushed to keep up.
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When they got to the classroom, most of the children were already in their seats. The class looked up as Mrs. Burton cleared her throat.
“Class. Class. Attention, please,” said Mrs. Burton.
When the class was quiet she led Sarah to the front of the room and said, “Class, I would like you to meet …
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... your new teacher, Mrs. Sarah Jane Hartwell.”
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Off to school with Julie aNd Judy
Julie DaNNeberg knows all about teaching. She has been a teacher for many years and really enjoys it. Julie says that being around kids all day gives her lots of ideas for stories. She starts every day by working on her writing for an hour.
ILLUSTRATOR
Judy Love decided that she wanted to illustrate books when she was seven or eight years old. Judy gets ideas for her illustrations from her favorite hobbies: gardening, visiting museums, and making costumes for children’s plays. author
Find out more about Julie Danneberg and Judy Love at www.macmillanmh.com
Author’s Purpose
Did Julie Danneberg write to inform or entertain readers in First Day Jitters? What details help you figure out the author’s purpose?
Another book by Julie Danneberg: First Year Letters
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